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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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Eric is a national charity dedicated to improving children's bowel and bladder health.

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With your help, we can keep offering free support to those who need us.

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Unique provides support, information and networking to families affected by rare chromosome and gene disorders.

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Welcome to Unique!

Unique provides support, information and networking to families affected by rare chromosome and gene disorders.

Our helpline team can help you understand your family member's diagnosis and connect you with others. Why not join us today? Alternatively, have a look around first and contact us when you're ready....

Become a Member

New jargon buster from Unique

In this brand new animated video, we look at a genomic test called DNA Sequencing. But what is it and how does it work? Click the button below to watch it.

What is DNA Sequencing?

Free Disorder Guides

Click here to download our free guides on specific chromosome and gene disorders

VIEW GUIDES

News

New Research Study 16p11.2 duplication, 22q11.2 deletion and 1q21.1 deletion

Details of a new research study at Cardiff University focusing on 16p11.2 duplication, 22q11.2 deletion and 1q21.1 deletion

What is DNA Sequencing?

A brand new animated video from Unique, explaining what DNA sequencing is and how it works.

NEW Research: Trisomy 5p

Details of a new research project aimed at improving the lives of children, young adults, and families affected by Complete Trisomy 5p.

Please help us carry on by making a donation today

Only with your help at this time of uncertainty can we go on providing information and support to anyone affected by rare chromosome and gene disorders. All donations, however large or small, make a real and lasting difference. THANK YOU FOR YOUR GENEROSITY!

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Unique | Understanding Rare Chromosome and Gene Disorders

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Unique provides support, information and networking to families affected by rare chromosome and gene disorders. Our helpline team can help you understand your family member's diagnosis and connect you with others. Why not join us today? Alternatively, have a look around first and contact us when you're ready....

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Cerebra listens to families that include children with brain conditions.

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This can make normal activities such as learning, playing or simply experiencing the world a huge challenge. Through our research we offer solutions and advice to help these children and their families enjoy lives full of hope and discovery.

Research is the foundation for all our work

Whether we're providing an innovative solution to a problem or new research on an existing condition, we partner with our experts to produce research-driven, evidence-based services, advice and support.

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Cerebra - Working with you and your amazing child

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Cerebra is the national charity helping children with brain conditions and their families discover a better life together.

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Scope campaign to transform attitudes to disability, tackle injustice and inspire action.

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It's your choice whether to allow them or not, but you're helping us do more if you opt in. Thank you.

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We're Scope, the disability equality charity in England and Wales

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Since 2016, this group of young people, ages 15-25, have shared their voices and lived experiences to steer, influence and advise the work we do. As well as advising on AET materials and strategy, Panel members speak at events, co-deliver training and support autism education networks.

Find out how this group of young people are supporting, co-producing and advising the AET.

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Helping you support autistic children and young people since 2007

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A UK charity supporting people with a learning disability.

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Learning Disability - Autism - Down's Syndrome

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Mencap is a UK charity for people with a learning disability. We support their families and carers, too. We want the UK to be the best place in the world for people with a learning disability to live happy and healthy lives.

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Sibs supports people who grow up or have grown up with a disabled brother or sister.

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His sleep is frequently disrupted because his brother Arlo needs help at night.

NEW RESOURCES - Sibs Talk Lite

Sibs Talk Lite is a new set of FREE resources for primary and secondary schools to support siblings who are growing up with a brother or sister who is disabled, has special educational needs (SEND) or a serious long-term health condition.

Sibs Christmas cards now on sale!

Buy a pack of our beautifully designed Christmas cards and help support our work with siblings of disabled people.

NEW - Sibling group leader training, 2nd February 2024

Do you want to run group support for young siblings? This online session will give you all the information you need to plan, set up, run and evaluate your own local group

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Sibs is the UK charity for people who grow up with a disabled brother or sister.

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IPSEA is a registered charity in England that provides free legal advice and support to families of children with special educational needs and disabilities (SEND).

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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Parent and Carer Council Shropshire (PACC)

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PACC is a local parent carer forum and promotes the participation of parent carers in the planning and delivery of services for children and young people (0-25 years) with disabilities or additional needs in Shropshire.

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We're here for families wherever they live in the UK, and whenever they need us.

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Contact - for families with disabled children | Contact

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We are Contact, the charity for families with disabled children. We support families, bring families together and help families take action for others.

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Shropshire Speech and Language Therapy Service

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Shropshire Speech and Language Therapy Service

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Our services

The children's speech and language therapy team offer a variety of services to support babies, children and young people in the Shropshire area. Click on the relevant links, below, to find out more.

New patients

The service is available for any child or young person registered with a GP practice that is affiliated to NHS Shropshire, Telford and Wrekin ICB, and for Children in Care by agreement with their Responsible Commissioner.

How do you refer into this service?

You will find the referral forms on the Getting more help page.

We only accept electronic referrals. Referrals should be emailed to: shropcom.childtherapyreferrals@nhs.ne t

Urgent and High Priority Referral

For Children with high risk eating, drinking and swallowing needs, cleft lip and palate, and early years complex needs complete an Early Years referral or a School Age referral. If you are unsure call the Advice Line on 01743 450800 (option 4). Also look at the information on this site.

Update from Speech, Language Communication Needs system redesign

New Developments in the Children's Speech, Language & Communication Needs Pathway for Shropshire, Telford & Wrekin
Speech, Language and Communication (SLC) is everyone's business. Therefore, we need to empower everyone involved in the system (including parents, carers and educators) to support children and young people (CYP) with SLC needs in a timely way that encourages their progress with communication.

Throughout Shropshire, Telford & Wrekin we want to do this by promoting that communication is fun and ensuring the right support is available at the right time.

Over the last year we have been working in collaboration with parents, education setting staff, specialists in speech, language & communication and commissioners of services to develop a plan to improve services for children with speech, language, and communication needs. The delivery of the Speech and Language UK Talk Boost Intervention and Training for Key Stage 1 schools funded by Shropshire Community Health NHS Trust commenced on 24 th March. And we will continue the roll out of the training throughout the year ahead.

(Please note that I CAN have changed their name to Speech and Language UK)
The Speech and Language UK Talk Boost Intervention and Training Key Stage 1:

Free training to increase the skills and confidence of staff working in schools

There are two Staff training places offered for every school

Every school who takes up the offer of free training will receive a toolkit purchased for them

Once a school is registered for the training, they will be sent information on how to collect their toolkit

For any school not already booked, additional training dates are available over the Summer and Autumn Terms

Early Talk Boost:

Places are available across Shropshire and Telford and Wrekin for all Early Years Settings and support is also available for Child Minders.

The free training and resources for Early Talk Boost has been rolled out across the summer term.

Parents will be asked to contribute to the screening process and will be able to take part in the intervention process, for example, reading the given story books at home.

Settings and Parents can continue to monitor children's speech, language and communication once the screen and/or intervention has been completed, using the toolkit as needed.

Further catch-up dates will be available from the Autumn.

Further information
Information about these events is being shared by the Local Authority Early Years teams.

More information will be shared shortly about the roll out of Talk Boost Key Stage 2.

Further consultation about resources and training for secondary schools is planned.

In Shropshire and Telford and Wrekin :

The next training dates are:

8th June - KS1

29th June - KS2

This is an all day training and will be run via TEAMS.

You will also find tips and advice about speech, language, and communication development on this site.

Who are we?

The Children's Speech and Language Therapy (SLT) Service in Shropshire provides assessment and treatment of speech, language, communication and/or eating, drinking and swallowing needs for children and young people from birth to 16 years old (or to 19 years if in full time education).

Speech and Language Therapists are "Allied Health Professionals" and are governed by two organisations;

The Health and Care Professions Council (HCPC): all Speech and Language Therapists must be registered with this organisation in order to call themselves Qualified Speech and Language Therapists.

The Royal College of Speech and Language Therapists (RCSLT): to be eligible for full membership of this organisation members must have successfully completed a degree qualification in Speech and Language Therapy.

We are a team of 26 whole time equivalent therapists and assistants. Most of us work part time so there are 42 team members. We work across a variety of settings including the Child Development Centres.

For information about our service please see our handbook.

Our Values and Principles

Parents have told us that they wish to have a leading role in their child's care and be supported to develop the skills and confidence to help their child. This means that wherever possible our first contact for a child will be with their family. Parents and carers will be invited to all relevant training workshops and coaching sessions.

Where a private or NHS therapist can meet the needs of a child/young person's speech, language and communication needs, we believe it is best for them, their family, and education setting to be seeing one therapist whenever possible. This means that parents can choose whether to receive private therapy or be seen by a therapist working for the NHS. A child may need to see other specialist therapists working privately or for the NHS, if they have more than one area of need. Private or NHS therapy may be more helpful at different times and for different needs, so with careful planning the children will be able to receive the care they need.

Wherever possible we feel it is important to share information to everyone who supports the child/young person's development. This means we may ask for your help with the contact details of non resident parents.

Speech and Language Therapists, support staff and administrators are committed to our NHS values.
Shropshire Community Health NHS Trust values:

Improving lives in our communities

Everyone Counts

Respect and Dignity

Compassionate Care

Working Together

Commitment to Quality

Current waiting time

The local offer provides information for children and young people with special educational needs (SEND) and their parents or carers in a single place. You can find out more about information about this on our SEND reforms and Local Offers page.

Full SEND and Local Offer details are located elsewhere:

The Children's SLT Service works across all of Telford and Wrekin and Shropshire, closely with partners in both Local Authorities and across the wider children's workforce, to identify, assess and support children and young people with speech, language, communication and/or eating, drinking and swallowing needs.

In line with the Children and Families Act 2014 each local authority has a Local Offer which aims to bring together useful information across education, health and social care in one place for children and young people, their families, and for professionals. You can find information, advice and guidance, and a range of local service providers who support children and young people aged 0-25 years with SEND.

Please click here to access the Telford and Wrekin SEND Local Offer

Please click here to access the Shropshire SEND Local Offer
About the local offer I Shropshire Council
Please click here for further information on the trust's local offer for children and young people with SEND ( https://www.shropscommunityhealth.nhs.uk/send-local-offer)

Page last reviewed: 12 May 2021

Next review due: 1 April 2023

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Find out about the Shropshire children and young person's Speech and Language Therapy Service.

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Fine Motor Skills impact function and hand use in small motor tasks. You may have heard the term fine motor skills before. If you are familiar with occupational therapy, then you know that fine motor activities are an integral part of OT interventions. The hands play an important role in most occupations that we perform. From writing, to tying, getting dressed, feeding ones self...most of our day to day tasks involve using our hands. So, when fine motor control and dexterity impacts functional performance, it can be a reason to work on motor control of the hands.

Here, we are covering all aspects of fine motor skills when it comes to children. We're covering fine motor development, each aspect of fine motor skills, and fine motor activities that are rooted in play and learning to develop these essential skills of the hands.

What are Fine Motor Skills?

Fine motor skills are the refined movements and actions of the hands, fingers, and wrists that enable precision and dexterity of movement. Fine motor skills can be broken down into different motor components that impact the ability to use the hands in functional tasks and tool use.

Fine motor skills are necessary for every task that a child completes. From play, self-care, to managing clothing fasteners, and coloring, motor skill development is needed for every aspect. Fine motor skill development is essential to pencil grasp and handwriting. Fine motor skills make up a huge part of learning and the school day (Read about the various fine motor skills needed at school.)

Motor skills like pincer grasp and hand strength are essential for a child's development and ability to use their hands in small motor movements.

what are the fine motor skills

Fine motor skills are made up of several components of motor skills using the fingers and hands. Related, and an important piece of the fine motor puzzle, are the core stability, strength and positioning of proximal positioning, strength, and gross motor skills. Developmentally proximal positioning, strength and stability and motor skills enable distal mobility and coordination.

So, what are the fine motor skills that make up overall fine motor dexterity and skill work?

Fine motor skills are made up of various motor components. These sub-areas impact mobility, tool use, manipulation of objects, strength, and endurance. These examples of fine motor skills are needed for everyday tasks like cutting with scissors, tying shoes, fastening buttons and zippers, coloring, and holding a pencil.

Let's cover all of these fine motor areas in more detail:

Also called bilateral integration, the movements of both hands together in activities requires processing and integration of both hemispheres of the brain to enable both hands working together at the same time, or bilateral movements. Without bilateral coordination, a child might appear to be clumsy or drop items, use primarily one hand in activities, or switch hands during tasks that require a dominant hand and a helper hand. Development of bilateral coordination skills is powerful in functional skills like self-feeding, handwriting, self-dressing, grooming, and more.

Gross grasp- Gross grasp is used when squeezing all of the fingers shut around an object, like when holding the handle of a suitcase. Gross grasp is important in tasks like handwriting and scissor use. To do these activities, you need to squeeze your whole hand shut and maintain endurance to complete the activity. Development of hand arch and thumb web space is important for these functional skills and gross grasp plays a part.

Translation is using your fingers to moving a little item from your palm to your finger tips (or your fingertips to squirrel the item into the palm). When you hold a coin in your palm and manipulate it to your finger tips to push it into a piggy bank or vending machine, you are demonstrating palm-to-finger translation.

Shift is moving an object using the pads of your fingers...adjusting the pencil grip is demonstrating finger shift. Another example might be manipulating a button or a zipper with the finger tips.

Rotation is rolling an object using the fingertips. Examples of rotation are rolling a pencil in your fingertips, turning a pencil over to use the eraser, or opening a bottle top by rotating the lid on your finger tips.

These fine motor skills are needed for functional tasks like managing a pencil or crayon during handwriting, opening containers, managing coins or small items, manipulating a spoon/knife/fork, adjusting the paper when cutting with scissors, and fastening buttons or shoe laces.

Neat pincer grasp- Neat pincer grasp uses the tips of the thumb and pointer finger to stabilize objects. When using a pincer grasp, children use the pads of the thumb and finger to stabilize the object. Neat pincer grasp is used to pick up very small items such as perler beads, a thread from a surface, or a needle. You might see the tip-to-tip grasp to pick up a sequin or fuzz from clothing.

Open thumb web space- The thumb web space is that space between your thumb and pointer finger that makes an "O" when you make the "OK" sign. In order to grasp small items with your thumb and index finger, you need to oppose the tip of your thumb to the tip of your pointer finger. Not only do the tips of the fingers need to touch, but the thumb must rotate at the joint closest to your hand. This opposition is needed to manipulate and grasp small items like shoe laces, buttons, and zippers.

Separation of the sides of the hand- Separation of the sides of the hand refers to the imaginary line drawn from your wrist directly down the middle of your hand and between your ring finger and middle finger, separating the precision side of the hand (thumb, pointer finger, and middle finger) with the power side of your hand (pinkie finger and ring finger). These two sides work together in skilled activities with precision and power grasp in functional activities.

Eye-hand coordination- Eye-hand coordination, or Visual motor skills, refers to the coordination of visual input and the processing of that visual information for coordinated movement of the hands. These skills impact fine motor dexterity and motor movements in functional tasks for so many tasks while manipulating movements and objects. Eye-hand coordination is essential in handwriting, scissor use, threading beads, reading, throwing a ball, placing a cup on a shelf, coloring in lines, feeding, self-care, and much, much more.

Arch development- Arch support in the hand is related closely to the separation of the sides of the hand. Refinement of fine motor skills in the hand (the radial side) happens when the power half (the ulnar side) is stabilized. A functional fine motor grasp and manipulation of objects is more accurate when the ring and pinky fingers are flexed (bent) into the palm. This positioning stabilizes the MCP arch and allows for control of the pointer and middle fingers. Separation of the two sides of the hand allow for more precise use of the thumb. Hand separation starts when a baby bears weight through their arm and ulnar side of the hand while carrying a toy in the radial side. This simple activity developmentally lengthens the muscles of the ulnar side.

Thenar eminence strength (thumb side of the hand)- Separation of the sides of the hand divides the hand into halves. The thumb side has a fleshy mass below the base of the thumb called the thenar eminence. These muscles pull the thumb into a bent, flexed position and opposition. positioning stabilizes the MCP arch and allows for control of the pointer and middle fingers.

Hypo thenar eminence strength (pinkie side of the hand)- That same separation of sides divides the pinkie side of the hand. Along the length of the pinkie side is the power muscles which help with stabilization of the hand during precision tasks such as writing with a pencil or cutting with scissors. A cupped palm requires engagement of the hypothenar eminence in order to hold objects in the hand. Hand separation starts when a baby bears weight through their arm and ulnar side of the hand while carrying a toy in the radial side. This simple activity developmentally lengthens the muscles of the ulnar side.

Cylindrical grasp- A cylindrical grasp is one in which the whole hand is in contact with an object, and curved with thumb opposition. A common term for this grasp is gross grasp. A cylindrical grasp requires use and strength of the extrinsic muscles and intrinsic muscles of the hand in order to flex the fingers around curved objects. The thumb is positioned in flexion and abduction. A cylindrical grasp is needed in order to hold a broom handle, baseball bat, and ice cream cone.

Spherical Grasp- A spherical grasp is one in which the hand curves to hold a round or sphere-shaped object. The intrinsic muscles of the hands play a big part in this grasp. In order for the hand to curve, the metacarpal phalangeal joints need to abduct. Involved in this action are the interossei muscles and the hypothenar eminence. The interossei include the palmer interossei and the dorsal interossei. These allow the fingers to abduct and adduct in order to grasp smaller and larger sphere shaped objects. The hypothenar eminence includes three intrinsic muscles that allows the pinkie side of the hand to flex, rotate to oppose the thumb, and create the bulk of the pinkie side of the palm when curving around shapes like spheres.

Finger isolation- Finger isolation is the ability to isolate and use the fingers one at a time in functional tasks. Finger isolation is using one finger to perform a task. Pointing with the index finger, wiggling all of the fingers individually, and counting out the fingers on your hand are finger isolation. This finger isolation is needed for many functional activities, like dexterity in managing pencils, paintbrushes, and other tools, typing on a keyboard, tying shoes, finger games like "Where is Thumbkin?" and many other skills.

Core strength and stability- A weak core leads to weak fine motor skills distally. The engaged and strong muscles of the abdomen and upper body allow for strength and engagement of the upper arm, and in turn leads to dexterity and motor control of the hands. When the core is weak the hands can not effectively do their job to hold the pencil and manage tasks such as eye-hand coordination, bilateral coordination, and in-hand manipulation.

Precision- precision refers to the fine movements of the hand. Precision release is needed for stacking blocks without toppling them over, placing cards on a pile, opening scissors just a small amount, or placing small beads into a bowl. Precision is needed for a child to let go of an item in a controlled manner. If they are not exercising precision in release, you might see them rolling or tossing an object as they let go. They will knock over a stack of blocks, or over open the scissors when cutting lines, making their accuracy very choppy. Precision in grasp is related to the picking up of items. A graded lateral grasp is needed to cut with scissors and only squeeze the scissors halfway shut for accurate cutting lines in some situations. Around 3-4 years, a preschool aged child typically develops a greater variety of grasping patterns, including precision. They begin to grade their scissor strokes so that they can cut a line or shape without opening and closing the scissors completely. Precision in this skill occurs when the child is able to pick up very small items like beads with accuracy and graded movements.

Shoulder stability- Proximal stability of the shoulder is needed to support and stabilize distal movements. Activities that challenge the shoulder against gravity such as working on an inclined surface can strengthen and stabilize the shoulder girdle.

These are just a few examples of fine motor skills that are essential for functional development and effective manipulation of tools.

Fine Motor Activities

Almost every activity you see here contains developmental information and explanations of what skills your child will be working on with the activities. I love to discuss the basics of playful activities and why it helps with developmental skills and functional tasks like handwriting, scissor skills, dressing, and shoe tying.

The fine motor skills that we share in the creative activities below are some of our favorite ways to play! Read specifics about building fine motor skills through play.

This page is a huge resource of fun ways to play and learn while working on fine motor skills. Most activities here are easy prep and use recycled materials or items you might find around the home. Occupational Therapists can use these activities in treatment and parents can do these projects at home for quiet time or developmental skill-building.
Add these fine motor activities to your therapy tool box:
One way to work on fine motor skills is to use one material for a variety of skill areas. We've put together some resources to just that! Try these specific tools to work on fine motor skill development in kids:

Fine motor development with clothespins

Fine Motor Activities with Play Dough

Fine Motor Activities with Paper Clips

Fine Motor Activities with Craft Pom Poms or Cotton Balls

Fine Motor Activities with Playing Cards

Fine Motor Activities with Beads

Fine Motor Activities with Chalk

Fine Motor Skills Activities for Kids

Click around for fine motor fun and learning. At the bottom of this post you'll find fine motor activities sorted by category.

Pencil Grasp Trick Thumb IP Flexion- This simple strategy builds hand strength, flexion of the thumb IP joint, opposition, and rotation of the thumb CMC joint for functional use and an open thumb web space.

Fine Motor Play Dough Intrinsic Muscle Strength- Work on hand strength of the intrinsic muscles using play dough balls. Work on finger isolation as well and endurance needed for functional tasks such as coloring and handwriting.

Pencil Control Exercises- Work on functional grasp and eye-hand coordination, or visual motor skills with these pencil control exercises that will impact handwriting legibility in big ways.

Benefits of Stickers in Occupational Therapy - Work on precision, strength, and dexterity, as well as other ways to build motor refinement using stickers.

Neat Pincer Grasp Fine Motor Activity- Address fine motor dexterity and precision with neat pincer grasp activity you can do right now.

Buttoning Tips and Tricks- Build the skills needed to fasten and unfasten buttons using this fine motor activity that works on opposition, eye-hand coordination, open thumb web space, separation of the sides of the hand, and more.

Travel Sensory Diet Bag- Use these fine motor activities to add proprioceptive input in the form of heavy work through the hands.

Homemade Pencil Grip - Improve tripod grasp, open thumb web space, thumb IP joint flexion, and eye-hand coordination using this DIY pencil grip.

DIY Pick-Up Sticks- Address precision, graded grasp and release, motor skills, and more.

Gross Grasp with Recycled Containers- Build hand strength, cylindrical grasp, opposition, translation, and even in-hand manipulation using objects you have in the home.

Finger Isolation Fingerprint Activities- Work on finger isolation, separation of the side of the hand, arch strength, and refined motor skills.

Hand Dominance and Fine Motor with Scooping and Pouring- Build eye-hand coordination, precision, grasp and release, laterality, directionality, hand dominance, shoulder stability, crossing midline, and motor planning skills.

Clothes Pin Exercises and Pinch Grasp Types- Improve pinch and grip strength, eye-hand coordination, grasp and release, arch development, separation of the sides of the hand, hand dominance, and bilateral coordination.

Homemade Pegboard Activities- Improve precision, visual motor skills, tripod grasp, open thumb web space, in-hand manipulation skills, and more.

Creative Scissor Skills Practice- Develop scissor skills and the graded grasp and release needed to operate scissors through a variety of paper textures and cutting lines. Also provides resources for the visual motor skills, eye-hand coordination, and wrist stability, proximal stability needed for distal mobility in scissor use.

Precision in Grasp and Release of Fine Motor Skills- Picking up and releasing small objects or objects of differing weights requires precision, proprioception, and grasp dexterity. Work on refinement of these skills with a simple material.

Chain Link Counters Color Sort- Address bilateral coordination, hand strength, eye-hand coordination, and pinch skills.

Handwriting Warm Up Exercises- Use play dough to work on pinch and grip strength, tripod grasp, eye-hand coordination, wrist strength and stability, open thumb web space, flexed thumb IP joint, and opposition.

Homemade Lacing Cards- Address bilateral coordination, wrist extension, open thumb web space, tripod grasp, pincer grasp, eye-hand coordination, and more.

Motor Planning Fine Motor Maze- Improve finger isolation, motor planning, eye-hand coordination, motor control and other skills.

Hand Strengthening Building Activity- This activity develops hand strength, arch development of the intrinsic hand muscles, pinch, and grip strength, endurance, arch development, and opposition, as well as motor planning and problem solving skills. It's a fantastic fine motor STEM activity for children.

Fall Leaves Craft- Work on eye-hand coordination, bilateral coordination, pinch, grip, pincer grasp, wrist mobility and extension, and motor planning challenges.

Scarecrow Math Craft- Strengthen scissor skill development, eye-hand coordination, visual motor skills, direction following, motor skill development, and more.

Homemade Lacing Cards- Address bilateral coordination, wrist extension, open thumb web space, tripod grasp, pincer grasp, eye-hand coordination, and more.

Alphabet Discovery Bottles- Work on bilateral coordination, eye-hand coordination, pinch, grasp, and release.

Crayon shaving art- Work on finger isolation, hand strength, motor planning, arch development, wrist extension and stability, and more with this creative art activity kids won't forget!

Shape building- All you need are lollipop sticks to make this therapy tool! Work on hand eye coordination, motor planning, precision, grasp and release, problem solving, and more.

Dyed lollipop sticks- This activity helps with visual motor skill development, precision, grasp and release, and much more.

Block sculptures- Use blocks to work on grasp and release, precision, opposition at various grades, eye-hand coordination, motor planning, crossing midline, with an easy fine motor STEM activity.

Robin fine motor busy bag- Address tripod grasp and wrist extension with this fun feed the robin activity. Work on eye-hand coordination, grasp and release, open thumb web space, and more.

Cherry blossom patterns- Use a cherry blossom theme to work on precision, bilateral coordination, pincer grasp, eye hand coordination, open thumb web space, opposition, and hand strengthening skills.

DIY stacking cups - This activity helps with cylindrical grasp, motor planning, crossing midline, bilateral coordination, problem solving, wrist stability, proximal strengthening and stability, grasp and release, and motor planning skills.

Cotton Swab Letters- This coordination activity involves motor planning, eye-hand coordination, precision, grasp and release, and the ability to manipulate items located on a flat table surface.

Learn with Legos- Building with LEGO is such a powerful way to foster hand strength, manipulation skills, eye-hand coordination, and add heavy work through the hands and finger joints. Therapists often recommend using building blocks like LEGO to strengthen the hands, arch development, and adding heavy proprioceptive input through the hands.

Bubble Wrap Maze- Bubble wrap is another fine motor activity that offers heavy work feedback through the hands. It's a great way to fidget or to "wake up" the hands before a handwriting task. This bubble wrap activity also works on visual motor skills, coordination, and bilateral skills.

Foam Workout- This sensory play experience is a workout for the hands. Kids can make this sensory play material and work on upper extremity strength and coordination as well as stability needed for distal mobility. Especially addressed is wrist support and strengthening which enables a supported wrist when writing or cutting (or any fine motor manipulation activity).

Water Bead Sensory Box- This fine motor activity helps with manipulation skills of a slippery material so it can be a challenging eye-hand coordination, pincer grasp, and graded resistance task.

Handwriting With Cookie Cutters- Work on bilateral coordination, crossing midline with precision and a supporting hand, motor planning, and visual scanning across a midline.

Cursive Lines Fizzy Dough- Work on fine motor strength, arch development, opposition with resistance, eye-hand coordination skills, and more.

Empathy Beads- Threading beads is a great way to work on precision, eye-hand coordination, tripod grasp, bilateral coordination. Other skills that are addressed include pincer grasp, tripod grasp, open thumb web space, in-hand manipulation, and holding and manipulating loose objects within the palm of the hand.

Butterfly Craft- This fine motor craft challenges scissor skills with cutting a variety of resistances in papers. Work on placing materials to form the butterflies and picking up small pieces of paper against a flat surface. Glue skills are also challenged with this butterfly craft.

- Snap and connect blocks to work on hand strength, wrist stability against resistance, shoulder and elbow stabilization skills. This is a great way to work on fine motor strength and endurance. You'll find more Snap Block Light Sabers (Star Wars occupational therapy theme)Star Wars themed OT ideas in this post.

Handwriting with Foam Strips- Writing on a resistive surface offers feedback to improve strength and endurance when writing. The activity also builds motor planning skills.

Scissor Skills Flowers- Work on scissor skills with graded stopping and starting without cutting through a cupcake liner. This is a fine motor task that helps with scissor control and motor manipulation skills that carryover to many scissor skill tasks.

Caterpillar Math- Make a cute caterpillar craft with fine motor benefits!

Folded Paper Animals- Did you know that folding paper offers a powerful fine motor advantage? Skills addressed are finger isolation, graded resistance, finger strength, eye-hand coordination, bilateral coordination skills, and much more.

Fine Motor And Auditory Fireworks- This fine motor exercise works on bilateral coordination, thumb strengthening, finger isolation, eye-hand coordination, and offers heavy work input with auditory processing benefits.

In Hand Manipulation Ideas for Kids- These fine motor ideas include different ways to build dexterity and in-hand manipulation skills. The activities challenge translation, rotation, and manipulation of small objects from the palm to the fingertips and the fingertips to the palm.

Color Matching with Play Dough- Work on separation of the sides of the hand, in-hand manipulation, and heavy work feedback with resistance to place paper clips into different colored play dough. This is a great hand strengthening activity that improves strength and stability in the wrist as well.

Feather Beading- This fine motor task helps with bilateral coordination, pincer grasp, tripod grasp, and motor planning skills.

Crayon Play Dough - Play dough offers great heavy work feedback through the hands, as well as strengthening and an opportunity for heavy work through the fingers and hands. This crayon play dough recipe adds bold and vividly colored play dough and silk smooth resistance that kids will love to make AND play with!

Fine Motor Play with Tissue Paper- This fine motor activity for toddlers and preschoolers adds an auditory feedback component to developing grasps. Work on eye-hand coordination, bilateral coordination, motor planning, grasp and release of thin materials, and much more.

Golf Tee Hammering- Work on bilateral coordination, motor planning, hand eye coordination, strengthening of the shoulder and elbow. Hammering golf tees also offers wrist strengthening by holding the hammer in a neutral position against the resistance of hitting the hammer on the golf tee. This is a great fine motor activity that kids love!

Fine Motor Table Top Play with Tape - Working with tape offers a pincer and neat pincer task with resistance. When placing the tape, kids need to manipulate the sticky material and position it on the surface, building coordination skills and motor planning, bilateral coordination skills, and more.

More Fine Motor Activities

Pencil Control Worksheets - Build the motor planning skills needed to manipulate and maneuver a pencil within a writing space.

Manipulating Coins- Work on in-hand manipulation skills to hold and move coins from the palm of the hand to the fingertips and vice versa.

Pipe Cleaners Cardboard Box - Address bilateral coordination skills in a fine motor challenge that kids love. Work on shoulder and wrist stability as well as tripod grasp.

Icicle Scissor Skills- Work on scissor skills with a visual motor activity that helps kids with crossing midline, cutting simple shapes, and graded resistance.

Sunflower Craft- Pick up and manipulate handfuls of seeds with in-hand manipulation skills, arch development, and hand strengthening with this sunflower craft.

Even More Fine Motor Activities:

Need some specifics? Fine motor skills are essential for independence in handwriting and scissor skills.

Fine Motor Skills and Handwriting

Read more about fine motor skills and how they impact handwriting.

Fine motor skills are essential in the classroom, and they can impact learning. For more information, check out this resource on fine motor skills needed in the classroom.

Here is a resource on cursive writing, much of which requires pencil control, in-hand manipulation, and motor planning of fine motor movements in order to form letters. While there is evidence of cursive handwriting being a more efficient and functional form of written work in the child with dysgraphia or other handwriting concerns, there is a component of fine motor dexterity needed for cursive writing.

Fine Motor Skills and Scissor Skills

A s an occupational therapist, working on scissor skills with kids is one of my favorite goal areas. There are so many ways to get creative with modifications to paper, lines, and scissors. The fine motor activities that work on the muscles and dexterity needed for scissor use are fun, too! Stop back soon as we add new activities all the time.

Fine Motor Activities based on Skill Area:

How to Practice Fine Motor Skills

Simple activities that use the small muscles of the hand are ideal for practicing fine motor skills. While child development and age level plays a role in the practicing of fine motor activities, these fine motor practice ideas can be simple ways to develop hand strength, coordination, pinch, and dexterity:

Use tweezers to drop crumbled paper into a cup

Pinch, squeeze, and roll playdough

Manipulating clothing fasteners: zipping zippers, buttoning buttons, snapping snaps, connecting belt buckles, tying shoes

Placing beads into ice cube trays

Squeezing colored water with pipettes into cups

Tracing stencils

Cutting straws into small pieces and threading them onto a pipe cleaner

Cutting yarn and gluing it onto paper

Positioning rubber bands around small toys...and then taking the rubber bands back off again.

Playing board games. These board games are great for developing pencil grasp.

Why is Fine Motor Important?

We've already covered many of these areas, but in the world of occupational therapy, fine motor development is essential for functional participation. SO many daily tasks are impacted by fine motor development. This functional participation allows us to learn, grow, and interact with the world around them.

In children, fine motor skills allow them to experience the world around them.

Fine motor skills enable feeding- Development of fine motor skills through play enables grasp of food, utensils, and the ability to scoop food, hold a cup without spilling, cut with a knife, spread butter or peanut butter, cut food, use a fork. Other considerations include opening food containers, managing a lunch box, opening and closing plastic food baggies, holding a tray of food, and much more.

Fine motor skills enable grooming and hygiene- With the development of fine motor skills, we are able to hold grooming utensils such as combs and toothbrushes, squeeze toothpaste, pick up small objects, use tweezers, open containers, squeeze out a "just right" amount of shampoo, conditioner, or lotion, use and wash with a washcloth, manipulate and hold soap, and much more.

Fine motor skills enable handwriting skills- holding a pencil, using a functional pencil grasp, coloring, writing at the correct pencil pressure, erasing, and much more.

Fine motor skills impact scissor use- This includes holding scissors, cutting shapes, manipulating paper, cutting with correct speed, starting and stopping scissors at the appropriate place, and much more.

Fine Motor Skills and Clothing management- Getting dressed is greatly impacted by fine motor development. Tasks such as managing buttons, zippers, snaps, buckles, shoe tying, hair ties, and other clothing tasks require fine motor strength and dexterity.

This is only the beginning. Relatively every functional task that we do includes aspects of fine motor. Consider your daily tasks. In every way, fine motor skills are included in some manner or another. From seat belt buckles to typing a message on your phone. Fine motor activities are a part of every day, all day long.

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The OT's Guide to Fine Motor Skills - The OT Toolbox

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This massive collection of fine motor activities includes everything you need to know about fine motor skills in kids.

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Fidget tools for children with sensory needs

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Fidget tools for children with sensory needs

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Learn how to touch type with the BBC Dance Mat Typing game. It’s a fun introduction to touch typing game for kids and covers levels 1, 2, 3, 4.

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Twinkl Activities and games to help communication

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Twinkl Activities and games to help communication

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The local offer provides information for children and young people with special educational needs (SEND) and their parents or carers in a single place. You can find out more about information about this on our SEND reforms and Local Offers page.

Occupational therapy is the assessment and treatment of a range of difficulties and diagnoses using specific, purposeful activity to prevent disability and promote independent function in all aspects of school, leisure and self-care activities.

Our Occupational Therapy services are provided across the whole of Shropshire county, including Telford and Wrekin residents. We have teams providing care in the following areas of specialty:

Mainstream Schools

Physical Disabilities

Early Years

Learning Disabilities

Full details for each of these specialty areas is provided in the "Our services" section above.

Waiting times for appointments may vary. You can find out more about our waiting times by using our waiting time calculator in the right-hand column.

We provide a client centred occupational therapy service to children and young with an additional needs or disability in the following groups

Pre-school children

RTA / Trauma / Hospital discharge

Children referred for CDC assessment

Children undergoing statutory assessment

Children with severe / specific learning difficulties and / or complex needs attending special schools in Telford (Bridge, Haughton, Southall) and Shropshire (Severndale, Shrewsbury)

Children with and young people with a physical, disability who are experiencing functional difficulties and who are integrated into mainstream school settings

Children requiring specialist Development Coordination Disorder Assessment (DCD)

Children with development coordination difficulties

Children with sensory processing difficulties affecting motor and functional performance.

We work in partnership with the child, parent, family and carers, professionals and voluntary organisations to provide interventions that maximise the individual potential of each child personally, functionally, academically and socially.

The amount, frequency and type of therapy assessments and interventions are based on each child's strengths difficulties and needs.

The need for ongoing intervention is regularly reviewed with the parents, child or young person.

We regularly evaluate the quality and effectiveness of the service through processes of user feedback, and outcome measures.

Do we provide support for parents and carers?

Although assessment and intervention is focused on the child's needs, support is provided for the child's parents or carers to help them to understand their child's condition, to enable them develop and use strategies and skills to support their child, and to be at the centre of their child's care.

Our service is available for children aged between 0-18 years (19 years if in full time education) who are registered to a GP within either Shropshire or Telford and Wrekin geographical boundaries. The service is offered to all children and young people regardless of ethnic, cultural, spiritual, gender and disability backgrounds.

We operate an open referral system. We accept referrals from parents, school or any other professional with parents' consent for children between the ages of 0 to 18.

We ask that all referrals are made using our referral form which is available from our administration teams or can be downloaded from our website.

Existing patients can contact us directly for help and support. We are able to discuss any difficulties up to one year after discharge, by telephone (01743 450800) or via email to our advice clinic ( shropcom.OT4kids.nhs.net )

The service is currently open 8.30am to 5pm Mondays- Fridays except Bank Holidays. Our Main Bases are listed in our "Contact us" section of this page (right-hand column).

Clinics are held across the different venues on different days of the week; a full list of these clinic spaces is shown in the "Where are we?" section of this page (right-hand column).

Our Occupational therapists work in schools and various community settings. Parents may be asked to travel to clinics or schools for appointments. They may visit children, young people and their carers/families at home to monitor their progress or provide interventions.

Families can contact the service to ask for advice or find out more about what we provide by contacting our Advice Clinic:

Interpreters are available for assessments of children and young people if either they or their main carers do not speak English or if they use other means of communication such as signing.

Feedback and Complaints

The service receives feedback from parents, partners and children and young people in the following ways:

audit of feedback questionnaires following treatment sessions

care planning and goal setting review

sharing and learning from informal comments, complaints and compliments.

Wherever possible, complaints are dealt with verbally and locally with clinical staff, clinical leads and managers. If you have any questions of concerns talk with your child's Occupational Therapist.

Shropshire Community Health Trust has a dedicated Patient Liaison Service (PALS) and a Complaints Manager who are both available to be contacted for support. A link for further details about these services may be found in the relevant section below.

Currently support for individual children is free. Charges may be made for training.

Next review due: 1 September 2020

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The local offer provides information for children and young people with special educational needs (SEND) and their parents or carers in a single place. You can find out more about information about this on our SEND reforms and Local Offers page.

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Shropshire Speech and Language Therapy Service

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Shropshire Speech and Language Therapy Service

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Our services

The children's speech and language therapy team offer a variety of services to support babies, children and young people in the Shropshire area. Click on the relevant links, below, to find out more.

New patients

The service is available for any child or young person registered with a GP practice that is affiliated to NHS Shropshire, Telford and Wrekin ICB, and for Children in Care by agreement with their Responsible Commissioner.

How do you refer into this service?

You will find the referral forms on the Getting more help page.

We only accept electronic referrals. Referrals should be emailed to: shropcom.childtherapyreferrals@nhs.ne t

Urgent and High Priority Referral

For Children with high risk eating, drinking and swallowing needs, cleft lip and palate, and early years complex needs complete an Early Years referral or a School Age referral. If you are unsure call the Advice Line on 01743 450800 (option 4). Also look at the information on this site.

Update from Speech, Language Communication Needs system redesign

New Developments in the Children's Speech, Language & Communication Needs Pathway for Shropshire, Telford & Wrekin
Speech, Language and Communication (SLC) is everyone's business. Therefore, we need to empower everyone involved in the system (including parents, carers and educators) to support children and young people (CYP) with SLC needs in a timely way that encourages their progress with communication.

Throughout Shropshire, Telford & Wrekin we want to do this by promoting that communication is fun and ensuring the right support is available at the right time.

Over the last year we have been working in collaboration with parents, education setting staff, specialists in speech, language & communication and commissioners of services to develop a plan to improve services for children with speech, language, and communication needs. The delivery of the Speech and Language UK Talk Boost Intervention and Training for Key Stage 1 schools funded by Shropshire Community Health NHS Trust commenced on 24 th March. And we will continue the roll out of the training throughout the year ahead.

(Please note that I CAN have changed their name to Speech and Language UK)
The Speech and Language UK Talk Boost Intervention and Training Key Stage 1:

Free training to increase the skills and confidence of staff working in schools

There are two Staff training places offered for every school

Every school who takes up the offer of free training will receive a toolkit purchased for them

Once a school is registered for the training, they will be sent information on how to collect their toolkit

For any school not already booked, additional training dates are available over the Summer and Autumn Terms

Early Talk Boost:

Places are available across Shropshire and Telford and Wrekin for all Early Years Settings and support is also available for Child Minders.

The free training and resources for Early Talk Boost has been rolled out across the summer term.

Parents will be asked to contribute to the screening process and will be able to take part in the intervention process, for example, reading the given story books at home.

Settings and Parents can continue to monitor children's speech, language and communication once the screen and/or intervention has been completed, using the toolkit as needed.

Further catch-up dates will be available from the Autumn.

Further information
Information about these events is being shared by the Local Authority Early Years teams.

More information will be shared shortly about the roll out of Talk Boost Key Stage 2.

Further consultation about resources and training for secondary schools is planned.

In Shropshire and Telford and Wrekin :

The next training dates are:

8th June - KS1

29th June - KS2

This is an all day training and will be run via TEAMS.

You will also find tips and advice about speech, language, and communication development on this site.

Who are we?

The Children's Speech and Language Therapy (SLT) Service in Shropshire provides assessment and treatment of speech, language, communication and/or eating, drinking and swallowing needs for children and young people from birth to 16 years old (or to 19 years if in full time education).

Speech and Language Therapists are "Allied Health Professionals" and are governed by two organisations;

The Health and Care Professions Council (HCPC): all Speech and Language Therapists must be registered with this organisation in order to call themselves Qualified Speech and Language Therapists.

The Royal College of Speech and Language Therapists (RCSLT): to be eligible for full membership of this organisation members must have successfully completed a degree qualification in Speech and Language Therapy.

We are a team of 26 whole time equivalent therapists and assistants. Most of us work part time so there are 42 team members. We work across a variety of settings including the Child Development Centres.

For information about our service please see our handbook.

Our Values and Principles

Parents have told us that they wish to have a leading role in their child's care and be supported to develop the skills and confidence to help their child. This means that wherever possible our first contact for a child will be with their family. Parents and carers will be invited to all relevant training workshops and coaching sessions.

Where a private or NHS therapist can meet the needs of a child/young person's speech, language and communication needs, we believe it is best for them, their family, and education setting to be seeing one therapist whenever possible. This means that parents can choose whether to receive private therapy or be seen by a therapist working for the NHS. A child may need to see other specialist therapists working privately or for the NHS, if they have more than one area of need. Private or NHS therapy may be more helpful at different times and for different needs, so with careful planning the children will be able to receive the care they need.

Wherever possible we feel it is important to share information to everyone who supports the child/young person's development. This means we may ask for your help with the contact details of non resident parents.

Speech and Language Therapists, support staff and administrators are committed to our NHS values.
Shropshire Community Health NHS Trust values:

Improving lives in our communities

Everyone Counts

Respect and Dignity

Compassionate Care

Working Together

Commitment to Quality

Current waiting time

The local offer provides information for children and young people with special educational needs (SEND) and their parents or carers in a single place. You can find out more about information about this on our SEND reforms and Local Offers page.

Full SEND and Local Offer details are located elsewhere:

The Children's SLT Service works across all of Telford and Wrekin and Shropshire, closely with partners in both Local Authorities and across the wider children's workforce, to identify, assess and support children and young people with speech, language, communication and/or eating, drinking and swallowing needs.

In line with the Children and Families Act 2014 each local authority has a Local Offer which aims to bring together useful information across education, health and social care in one place for children and young people, their families, and for professionals. You can find information, advice and guidance, and a range of local service providers who support children and young people aged 0-25 years with SEND.

Please click here to access the Telford and Wrekin SEND Local Offer

Please click here to access the Shropshire SEND Local Offer
About the local offer I Shropshire Council
Please click here for further information on the trust's local offer for children and young people with SEND ( https://www.shropscommunityhealth.nhs.uk/send-local-offer)

Page last reviewed: 12 May 2021

Next review due: 1 April 2023

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Find out about the Shropshire children and young person's Speech and Language Therapy Service.

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Our services

The children's speech and language therapy team offer a variety of services to support babies, children and young people in the Shropshire area. Click on the relevant links, below, to find out more.

New patients

The service is available for any child or young person registered with a GP practice that is affiliated to NHS Shropshire, Telford and Wrekin ICB, and for Children in Care by agreement with their Responsible Commissioner.

How do you refer into this service?

You will find the referral forms on the Getting more help page.

We only accept electronic referrals. Referrals should be emailed to: shropcom.childtherapyreferrals@nhs.ne t

Urgent and High Priority Referral

For Children with high risk eating, drinking and swallowing needs, cleft lip and palate, and early years complex needs complete an Early Years referral or a School Age referral. If you are unsure call the Advice Line on 01743 450800 (option 4). Also look at the information on this site.

Update from Speech, Language Communication Needs system redesign

New Developments in the Children's Speech, Language & Communication Needs Pathway for Shropshire, Telford & Wrekin
Speech, Language and Communication (SLC) is everyone's business. Therefore, we need to empower everyone involved in the system (including parents, carers and educators) to support children and young people (CYP) with SLC needs in a timely way that encourages their progress with communication.

Throughout Shropshire, Telford & Wrekin we want to do this by promoting that communication is fun and ensuring the right support is available at the right time.

Over the last year we have been working in collaboration with parents, education setting staff, specialists in speech, language & communication and commissioners of services to develop a plan to improve services for children with speech, language, and communication needs. The delivery of the Speech and Language UK Talk Boost Intervention and Training for Key Stage 1 schools funded by Shropshire Community Health NHS Trust commenced on 24 th March. And we will continue the roll out of the training throughout the year ahead.

(Please note that I CAN have changed their name to Speech and Language UK)
The Speech and Language UK Talk Boost Intervention and Training Key Stage 1:

Free training to increase the skills and confidence of staff working in schools

There are two Staff training places offered for every school

Every school who takes up the offer of free training will receive a toolkit purchased for them

Once a school is registered for the training, they will be sent information on how to collect their toolkit

For any school not already booked, additional training dates are available over the Summer and Autumn Terms

Early Talk Boost:

Places are available across Shropshire and Telford and Wrekin for all Early Years Settings and support is also available for Child Minders.

The free training and resources for Early Talk Boost has been rolled out across the summer term.

Parents will be asked to contribute to the screening process and will be able to take part in the intervention process, for example, reading the given story books at home.

Settings and Parents can continue to monitor children's speech, language and communication once the screen and/or intervention has been completed, using the toolkit as needed.

Further catch-up dates will be available from the Autumn.

Further information
Information about these events is being shared by the Local Authority Early Years teams.

More information will be shared shortly about the roll out of Talk Boost Key Stage 2.

Further consultation about resources and training for secondary schools is planned.

In Shropshire and Telford and Wrekin :

The next training dates are:

8th June - KS1

29th June - KS2

This is an all day training and will be run via TEAMS.

You will also find tips and advice about speech, language, and communication development on this site.

Who are we?

The Children's Speech and Language Therapy (SLT) Service in Shropshire provides assessment and treatment of speech, language, communication and/or eating, drinking and swallowing needs for children and young people from birth to 16 years old (or to 19 years if in full time education).

Speech and Language Therapists are "Allied Health Professionals" and are governed by two organisations;

The Health and Care Professions Council (HCPC): all Speech and Language Therapists must be registered with this organisation in order to call themselves Qualified Speech and Language Therapists.

The Royal College of Speech and Language Therapists (RCSLT): to be eligible for full membership of this organisation members must have successfully completed a degree qualification in Speech and Language Therapy.

We are a team of 26 whole time equivalent therapists and assistants. Most of us work part time so there are 42 team members. We work across a variety of settings including the Child Development Centres.

For information about our service please see our handbook.

Our Values and Principles

Parents have told us that they wish to have a leading role in their child's care and be supported to develop the skills and confidence to help their child. This means that wherever possible our first contact for a child will be with their family. Parents and carers will be invited to all relevant training workshops and coaching sessions.

Where a private or NHS therapist can meet the needs of a child/young person's speech, language and communication needs, we believe it is best for them, their family, and education setting to be seeing one therapist whenever possible. This means that parents can choose whether to receive private therapy or be seen by a therapist working for the NHS. A child may need to see other specialist therapists working privately or for the NHS, if they have more than one area of need. Private or NHS therapy may be more helpful at different times and for different needs, so with careful planning the children will be able to receive the care they need.

Wherever possible we feel it is important to share information to everyone who supports the child/young person's development. This means we may ask for your help with the contact details of non resident parents.

Speech and Language Therapists, support staff and administrators are committed to our NHS values.
Shropshire Community Health NHS Trust values:

Improving lives in our communities

Everyone Counts

Respect and Dignity

Compassionate Care

Working Together

Commitment to Quality

Current waiting time

The local offer provides information for children and young people with special educational needs (SEND) and their parents or carers in a single place. You can find out more about information about this on our SEND reforms and Local Offers page.

Full SEND and Local Offer details are located elsewhere:

The Children's SLT Service works across all of Telford and Wrekin and Shropshire, closely with partners in both Local Authorities and across the wider children's workforce, to identify, assess and support children and young people with speech, language, communication and/or eating, drinking and swallowing needs.

In line with the Children and Families Act 2014 each local authority has a Local Offer which aims to bring together useful information across education, health and social care in one place for children and young people, their families, and for professionals. You can find information, advice and guidance, and a range of local service providers who support children and young people aged 0-25 years with SEND.

Please click here to access the Telford and Wrekin SEND Local Offer

Please click here to access the Shropshire SEND Local Offer
About the local offer I Shropshire Council
Please click here for further information on the trust's local offer for children and young people with SEND ( https://www.shropscommunityhealth.nhs.uk/send-local-offer)

Page last reviewed: 12 May 2021

Next review due: 1 April 2023

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Find out about the Shropshire children and young person's Speech and Language Therapy Service.

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What is Colourful Semantics?

Colourful Semantics is an approach created by Alison Bryan, a Speech and Language Therapist based in the UK.

It is a method of teaching children how to understand and build sentences.

It is aimed at helping children to develop their grammar, but it is rooted in the meaning of words (semantics).

In Colourful Semantics, sentences are cut up into their thematic roles and these are colour coded:

Who (Subject) - Orange

What doing (Verb) - Yellow

What (Object) - Green

Where - Blue

Pictures are also used to help construct the sentences and they are also colour coded to match the above. For example:

Once you have covered the above 4 key stages, there are additional stages for adverbs, adjectives, conjunctions and negatives.

Who can you use Colourful Semantics with?

Colourful Semantics can be used to help all children develop their language, but can be especially helpful for children with a range of Speech, Language and Communication Needs (SLCN) including:

Developmental Language Disorder

Developmental Delay or Disorder

Autistic Spectrum Disorder

Down Syndrome

Dyslexia

Literacy Difficulties

English as an Additional Language (EAL)

Better yet, Colourful Semantics works brilliantly as a whole-school approach for supporting language and literacy development and can be used in all classrooms.

Who can implement it?

A range of adults trained in the approach can implement it, including;

Speech and Language Therapists

Teachers

Teaching Assistants

EAL specialist/support Teachers

Parents/Carers

Tutors

Professionals

A Speech and Language Therapist can train you on how to use the approach with specific children or can provide training for a whole school approach.

Why use Colourful Semantics?

Research into Colourful Semantics has found that it:

Encourages a wider vocabulary

Makes sentences longer

Helps children to answer questions

Develops use of nouns, verbs, prepositions and adjectives

Improves story-telling (narrative) skills

Can be transferred to written sentences and written language comprehension

Can be carried out individually or in small groups

Examples of Colourful Semantics in use:

A Velcro picture bank using the Who, What doing, and What pictures.

Children are shown a picture, and asked to select the correct pictures from the picture bank to put into the sentence strip (bottom of the picture).

The child then reads out the resulting sentence, and staff can also use Makaton signs to help them.

Colourful classroom wall displays helps make the approach a whole-class intervention:

If you would like to know any more information about Colourful Semantics, or would like to arrange some training for your setting, do not hesitate to contact one of our Speech and Language Therapists at SLT for Kids on office@sltforkids.co.uk or call 0330 088 2298.

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Colourful semantics | Blog | SLT for Kids | Speech & Language Therapy, across Manchester & the North West

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What is Colourful Semantics? Colourful Semantics is an approach created by Alison Bryan, a Speech and Language Therapist based in the UK. It is a method of teaching children how to understand and build sentences. It is aimed at helping children to develop their grammar, but it is rooted in the meaning of words (semantics).

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QR CODE

Scan this on mobiles and tablets to quickly open this web page.

Hit the Button is an interactive maths game with quick fire questions on number bonds, times tables, doubling and halving, multiples, division facts and square numbers. The games, which are against the clock, challenge and develop mental maths skills. An untimed, practise mode is available in our Hit the Button app along with lots more extra features.

The activities can be matched to appropriate mathematical ability. Regular use of Hit the Button can help students to sharpen their recall of vital number facts in a fun way and learning multiplication tables need not be boring.

AGE

6-11 Years

SUBJECTS

Maths Times Tables Division Number Bonds Doubles Halves Square Numbers

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Hit the Button - Quick fire maths practise for 6-11 year olds

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Quick fire questions on number bonds, doubles, halves, times tables, division facts and square numbers against the clock. Superb!

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ColorVeil: Reduce eye strain, help with Dyslexia and Visual Stress

A screen color filter over any application you are using

Helps users with Dyslexia and Scotopic Sensitivity Syndrome

Reduce eye strain along with screen brightness

Easily customize the color and opacity of the filter

Match the prescription from the optometrist

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Dim screen brightness, reduce eye strain, and save energy. It helps with eye strain, Dyslexia, Scotopic Sensitivity Syndrome, or Visual Stress.

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Lots of ideas to help learn whilst being active!

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Super Movers helps children across the UK to get physically active with curriculum linked videos.

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You will need a log in to access this site

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Learn reading and spelling skills with Nessy Reading or develop understanding of core mathematical concepts with Nessy Numbers.

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Useful Apps for developing literacy skills

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Useful Apps for developing literacy skills

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Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

(BDA Definition)

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Dyscalculia - British Dyslexia Association

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Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

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Twinkl Guide - How to support your child with Dyscalculia

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Twinkl Guide - How to support your child with Dyscalculia

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About one in every 10 children has dyslexia.

There's probably somebody in your class with it - but do you know what it is? My Dyslexic Mind explores what dyslexia is and some of the ways it affects children.

The show's presented by 12-year-old Ben, who really struggled at school until he found out he had dyslexia.

It's a learning disability, which means reading and writing are harder than for other kids. It also affects his memory.

As part of the show Ben meets Dominic - one half of Dick and Dom. He only found out he had Dyslexia when he was 15. He says it's been good for him, because it's pushed him forward to being a great TV presenter!

For more information, check out our guide to dyslexia and have a go at 'Try Being Me', an interactive experience, which aims to put you in the shoes of the children featured in the latest Newsround special.

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About one in every 10 children has dyslexia. There's probably somebody in your class with it - but do you know what it is? My Dyslexic Mind explores what dyslexia is and some of the ways it affects children. The show's presented by 12-year-old Ben, who really struggled at school until he found out he had dyslexia.

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OpenDyslexic is a typeface designed against some common symptoms of dyslexia.
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Dyslexia is a learning difficulty that lots of people have. It affects about one in ten people in the UK, including adults as well as children.

If somebody has dyslexia, they may have difficulties with their reading, writing or spelling.

It doesn't affect intelligence and it is not a disease or an illness - it is a condition that someone is born with.

The British Dyslexia Association hold an annual event called Dyslexia Week to raise awareness of the condition.

In 2020, the week will run from 5-11 October.

Read on to find out more about dyslexia and also check out our Newsround Special on it here.

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What is it like having dyslexia?

Some people learn special techniques to help them to live with dyslexia on their own, whilst others may need special support to help them to do this.

Figures suggest that even though the condition is quite common, there are a lot of people who are living with it without knowing that they've got it. This means that they are 'undiagnosed'.

As with many learning difficulties and conditions, not everybody with dyslexia has the same experience.

Some people might struggle with their reading and writing, while another person with dyslexia might find maths more tricky.

One experience that is quite common is finding it difficult to remember things.

This can affect tasks like going to the shop or remembering what to pack for a particular trip.

People with dyslexia often have good skills in other areas, such as creative thinking and problem solving.

Another way that people with dyslexia might experience the condition is finding that words move about on the page when they try to read.

This can make school work difficult to complete without special help and support.

Radio 1 DJ Mollie King, who has dyslexia, explained: "The prospect of reading out loud in class filled me with dread. It got to the stage where I was so panicked that I'd make up an excuse to leave the room when it was my turn. That's when my teacher suggested I get tested for dyslexia."

When I was diagnosed with dyslexia at the age of 10, it came as a huge relief. I'd been feeling like I was stupid and somehow worse than my classmates, and I didn't understand why. But with the diagnosis, everything clicked into place. I knew I wasn't worse than everyone else - I was just different.

How do you manage dyslexia?

There are lots of different ways that children with dyslexia manage their condition. It also depends on their experience of it and how it affects them.

Some children who struggle to remember things may use a voice recorder to set reminders.

Children who have trouble reading might use a coloured overlay over the top of their text to help them to read.

"Reading through a coloured sheet really helps - the colour that works for me is yellow," explains Mollie. "If I put it over, it means I can read from left to right and it stops the words popping out on the page."

Others may benefit from special learning techniques or personal tutoring.

Dyslexia is caused by differences in the language areas of the brain and the connections between them.

It often runs in families and it can affect people of any age from any country.

Dyslexia can't be cured and people who are born with dyslexia have it all their lives - but it can usually be managed if a person is given the right support.

People with dyslexia can go on to be as successful as somebody without the condition - like successful businessman Sir Richard Branson.

Speaking to BBC Newsbeat, Mollie King has some great advice for anybody who is living with dyslexia.

"You're not alone - it's something to be proud of we shouldn't be embarrassed or ashamed and really focus in on those things you are good at," she said.

"For me it knocked my confidence because I couldn't keep up with the pace they read at [in school]. Focus on those things that you're good at - maybe you're sporty or maybe you're very creative."

Dyslexia isn't something that defeats you. The key is being diagnosed as early as possible. It breaks my heart that there could be people out there struggling through life unnecessarily because they've not been diagnosed, and are still feeling stupid the way I did. The better we all understand dyslexia, the more we can help people who have it to reach their full potential.

Getty Images/BBC

If you watched CBBC's music talent show 'Got What it Takes?' then you may remember Georgie.

Georgie has dyslexia and finds it hard reading things like song lyrics.

"It's something that I've found difficult and people don't always understand what it means to have dyslexia" Georgie said.

Georgie says she didn't wanted 'to make a big deal' out of having dyslexia and says it's just something she has.

But she still finds it hard and and hopes that other kids know that it's ok to struggle sometimes.

"I've had so many supportive messages, it's been amazing and that's why I wanted to talk about having dyslexia, I want other people know it's a completely normal thing."

Georgie isn't alone, she even had a special message from musician Freya Ridings who also has dyslexia.

"It was so amazing to get the message from Freya, she has achieved all the things she's achieved.

"That makes you feel as if nothing can stop you from doing the things you want to do."

And, Georgie said Freya is right: "Dyslexia is a superpower!"

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Dyslexia is a learning difficulty that lots of people have. It affects about one in ten people in the UK, including adults as well as children. If somebody has dyslexia, they may have difficulties with their reading, writing or spelling.

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On Friday 2 April it's World Autism Awareness Day.

The aim of the day, which is organised by the United Nations, is to raise awareness of autism and highlight what can be done to improve the quality of life for autistic people.

Here's everything you need to know about the condition.

What is autism?

Autism spectrum disorder (ASD) - its medical name - is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

It's not a disease or an illness, but a condition that somebody is born with. People who are born with autism have it all of their lives. Some people prefer to call it 'autism spectrum condition' (ASC) instead of ASD.

You cannot tell that somebody is autistic by looking at them.

It is estimated that about one in every 100 people in the UK is autistic, with more boys than girls diagnosed with the condition - though there are lots of theories about why this may be.

No one knows why people are born with autism, but there's lots of research going on into what causes it.

What is Asperger syndrome?

One form of autism is called Asperger syndrome. Tyler is 11 years old and has Asperger syndrome.

Following the death of his grandma, Tyler suffered from depression and mental health problems.

But, with the help of counselling, he got better and has now written a book all about his condition, his life and how he overcame his problems.

Someone with Asperger syndrome may find it hard to express themselves and how they feel. They may want to make friends and socialise with people just like everybody else, but they might find it very difficult.

Generally, people with Asperger syndrome don't have as many problems with talking, but they might still find it difficult to understand language, so they could struggle to understand how other people are thinking or feeling.

They may have above average intelligence, as they don't have the learning disabilities that many autistic people might have.

However, they may have specific learning difficulties and could need additional support, just like anybody else who is autistic.

How does autism affect people?

Autism affects different people in different ways.

This is why it might take time for someone to be diagnosed, as there isn't one simple list of symptoms and signs to look out for.

Anne revealed that she didn't actually get diagnosed until she was 45, back in 2003.

It can affect the way someone communicates with people, so a person might seem more shut off from those around them because they struggle to interact with them.

Autistic children might choose to play on their own rather than in groups or they might be a lot quieter than everybody else.

It can also have an impact on how a person makes sense of the world around them.

Someone who is autistic might be over-sensitive or under-sensitive to sounds, touch, tastes, smells, light or colours. They might wear special headphones to cancel out sounds so that the noise of the world around them isn't overwhelming.

People who are autistic can be really good at remembering things so they might have a lot of knowledge about one particular subject.

Newsround explores mental health

Because autism affects people differently, some people don't need a lot of help, but others might need extra support throughout their life.

For someone who is autistic, everyday life can be confusing and chaotic.

Their brain works differently so just communicating with people can be really hard.

Simple things like talking to other people, and reading people's body language and expressions can be difficult. Some people will be able to speak, while others may not be able to speak at all. They might use sign language to help with this.

An autistic person might seem like they're not interested in people and find it hard to make friends and meet new people.

They might also find it hard to use their imagination or be creative, so made-up games in the playground might be quite difficult for someone with autism to take part in.

Many autistic people find comfort in having a routine, so it is quite common to want to repeat things. Doing the same things every day can help - for example, playing the same games or eating meals at the same time - or they may engage in repetitive behaviours like turning light switches on and off, opening and closing doors, or lining up objects.

It can be frustrating not being able to communicate in the way that they might like, so this frustration might come out through their behaviour.

More of your inspiring stories

1. Be understanding - While you might find it difficult if somebody who is autistic doesn't want to talk to you or play with you, it's not their fault that they feel that way. They might even be frustrated about it themselves. Be patient and remember, the most important thing is not to take it personally. If you think someone is being rude or unfriendly to you, remember that they don't mean to be. If you're upset about anything, go speak to an adult that you trust about it.

2. Be accepting - The world can be a confusing place for autistic children and adults, and they may behave in a way that you think is a little strange. They might make noises or flap their hands, for example. Be kind and let them behave in a way that they are comfortable with. Don't stare or single somebody out because they are behaving differently.

3. Don't make assumptions - Don't make assumptions about what autistic people are like. It affects different people in different ways. For example, just because somebody who is autistic might struggle to communicate, it doesn't mean they struggle to understand what is being said around them.

4. Ask - If you are at all unsure about anything, go speak to an adult that you trust. You can speak to them about ways you might be able to help your friend with autism to make sure that they are OK.

World Autism Awareness Week 2021 takes place from 29 March to 4 April.

If you have any more questions about the condition or want to find out more, speak to an adult that you trust - maybe a parent, teacher or another relative - or you can speak to your local doctor, who will have lots of information and advice if you need.

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Autism spectrum disorder (ASD) is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

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Newsround has made a special programme about autism.

It's a condition that affects the way you live your life and see the world around you.

Our presenter Rosie was born with it. She says even though living with autism is difficult, it makes her unique and who she is.

As well as telling her own story, you'll find out how Ben, Tony and Lenny are affected by the condition.

Lots of children with autism get bullied at school and find it hard to get jobs when they grow up.

In our special film Rosie wants to tell the world what autism is and help people understand what it's like to live with it.

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Newsround has made a special programme about autism. It's a condition that affects the way you live your life and see the world around you. Our presenter Rosie was born with it. She says even though living with autism is difficult, it makes her unique and who she is.

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Amazing Things Happen - by Alexander Amelines

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Marcus: How ADHD affects me and why being different is good

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Watch 12-year-old Marcus tell Newsround about how ADHD and autism affects him, his service dog and dealing with negativity.

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NCMH (National Centre for Mental Health)

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We provide information, advice and support to parents and carers of children aged 0 to 25, and young people aged 16 to 25 who have, or may have, special educational needs or disabilities (SEND).
How we can help you

We will listen to your concerns, provide relevant information and help you to explore your options.

Support you to prepare for upcoming meetings including annual reviews.

Explain reports written by professionals.

Provide information about SEN and disability law to enable you to make informed decisions regarding your child's education.

Support you to develop positive relationships and improve communication with schools and the local authority.

Signpost you to other relevant organisations or sources of information.

We also provide

Unlimited access to our online training packages available on our website

Factsheets and useful information available on our website

Termly newsletters

Regular and up to date information via our Facebook Page

Support for young people via our Young IASS Shropshire Facebook Page

Accessing our service
We support parents/ carers of children with SEND up to age 16, however once the young person reaches 16 it is a legal requirement that they are directly involved in decision making themselves, either with or without their parents' involvement.

Some young people are unable to make their own decisions, some prefer for us to continue working closely with their parents and others wish to be more independent. When you contact us, we will discuss the best way to support you. If you are 16 and over, have a look at our 'Young People' information page.

You need to live in Shropshire and you or your child does not need a formal diagnosis for SEND.
Quality Standards and regulatory body.
The service meets the Department for Education's (DfE) Quality Standards for services providing Information, Advice and Support. The standards expected of IAS Services can be found in the IASS Network Quality Standards. IASSs have a national network, IASSN, based in the Council for Disabled Children in London. IASSN works closely with the DFE. Unhappy with the service? - let us know

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Shropshire Information Advice and Support Service

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We provide information, advice and support to parents and carers of children aged 0 to 25, and young people aged 16 to 25 who have, or may have, special educational needs or disabilities (SEND). How we can help you We will listen to your concerns, provide relevant information and help you to explore your options.

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Bee U - Children's Mental Health Service

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Bee U - Children's Mental Health Service

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BeeU provides emotional wellbeing and mental health services for Children and Young People (0-25) in Shropshire, Telford and Wrekin. We also provide neurodevelopmental assessments for children: Autism (ages 5 to 18) and ADHD (ages 6 to 18).

Midlands Partnership NHS Foundation Trust (MPFT) are the lead provider, working in partnership with Healios, Kooth and The Children's Society.

Kooth

Kooth.com is a free, safe and anonymous website for young people living in Shropshire, Telford and Wrekin aged 11-19. You don't need to be referred or have an appointment.

Kooth provides an anonymous 24-hour online service, 365 days per year, offering peer support, self-help and trained and qualified counsellors available to talk to online at the following times:

12:00 to 22:00 (Monday to Friday)

18:00 to 22:00 (Saturday and Sunday)

Bank Holidays - hours may vary

Kooth's experienced practitioners can provide emotional support for a wide range of issues, from having a bad day to more serious issues such as stress, anxiety, depression, eating issues, bullying and self-harm, to name a few.

Kooth provides a much needed out of hours service advice and support.

For more information visit the Kooth website.

The Children's Society Beam (Shropshire, Telford & Wrekin)

Beam is an emotional wellbeing service for Children & Young People under 25 years old who are registered with a GP in Shropshire or Telford & Wrekin. The service is delivered by The Children's Society.

How Beam helps.

Beam can support with anything relating to emotional well-being.

When we are emotionally healthy we:

Function in society, whether that is at school, college, uni or at work, or when we are with friends and family.

Cope with life's challenges by drawing on our strengths.

Understand and manage our emotions, expressing them in appropriate ways.

Accept ourselves and show acceptance of others.

Our team is made up of experienced well-being practitioners who will take the time to listen to whatever it is that is troubling young people. We aim to boost the resilience of young people by helping them develop coping skills for when life presents challenges.
What support do Beam offer?

We are currently offering support via:

Face to Face sessions at our Drop in service (Wellington and Shrewsbury)

Virtual face to face (via MS Teams) Pre booked appointments (limited availability)

What will Beam do?

Recommend strategies and techniques that aim to make life easier - for example, how to manage a panic attack, or how to improve sleep.

Give practical suggestions and advice - this might be suggesting you look at website or that you contact another service.

Provide a listening ear if a young person has something they want to get off their chest.

Typical issues Beam can support with include:

Anxiety (low-level) & worry

Anger

Identity

Low mood

Panic

Self-esteem

Sexuality

Sleep

Stress

What won't Beam do?

Assess or diagnose any conditions.

Automatically make referrals into other services.

Necessarily have to tell anyone that a young person has spoken to Beam. There may be times where we feel we need to speak to other people, services or agencies. We will try and speak to you about this before we do.

Example issues that are outside of Beam's remit include:

Crisis support

Toileting

Behaviour management

Eating disorders

Where a mental health diagnosis exists

Accessing support from Beam
You can request support from Beam via our website:

Scroll down the page to 'register with us'.

Complete your details on the form.

We will contact you by email to advise of the next steps

If you have been to Beam before, or you want to request a follow-up session, follow the same link - there will be an option to say you have already registered so you won't need to complete all of your details again!
Come along and see us at one of our drop in sessions (no appointment necessary) on Tuesdays and Thursdays 10am-6pm (last session 5.30pm) at 9 Market Street, Wellington, Telford, TF1 1BP or Mondays 12pm-4pm (last session 3.15pm) at The Lantern, Meadow Farm Drive, Shrewsbury, SY1 4NG.

Young people aged 14 years+ can register themselves.

Young people aged 13 and under will need a parent/carer to register on their behalf.

If you have any questions about the Beam service, please contact us via email shropshirebeam@childrenssociety.org.uk

Further information about Beam can be found on The Children's Society website.

Referring for an Assessment

Young people are referred into our service by a professional who knows what BeeU offers, and knows the young person.

We accept referrals from these types of professionals:

GPs

Social Workers

Health Visitors

School Professionals

Paediatricians / Hospital Doctors

Paediatric Occupational Therapists

School Nurses

Voluntary services

Unfortunately, we don't accept self-referrals from young people or families directly.

Referrals on the referral form below can be sent by post, and / or emailed directly to 025spa@mpft.nhs.uk (routine) or via phone 0808 196 4501.

BeeU services will accept referrals relating to children and young people up until their 18th birthday.

Any new referrals made to BeeU for young people who are 18+ will be sent to Adult Access Team.

Autism Diagnostic Pathway

BeeU provides assessment and diagnosis for Autism for school aged children (5 to 18 years) in Shropshire, Telford and Wrekin.

You might need to consider a referral if your child, or a child you work with, is experiencing significant difficulties related to social communication, interaction, and repetitive or restrictive patterns of their behaviour. The following information is helpful in considering whether a neurodevelopmental assessment or if alternative support or advice would be more suitable. Please note, the needs of a child can be met irrespective of whether they have a diagnosis or not. Diagnosis is not a requirement for support to meet a child's needs.

Prior to referral please consider the following and provide all available information relating to:

Social communication difficulties (e.g. differences with using or understanding non-verbal communication such as eye contact, facial expression and gesture, difficulties with back and forth conversation)

Interaction difficulties that impact upon functioning (e.g. Difficulties making and maintaining friendships with peers, understanding others' emotions. Difficulties adapting behaviour or communication to different settings)

Restrictive patterns of behaviour (such as adherence to routine, difficulties with transitions or change. Difficulties considering alternative perspectives)

Intense interests and hyper focus on interests that impacts upon functioning (e.g. finding it difficult to move on from interests or to engage in activities or topics that are not related to interests)

Sensory sensitivities or sensory seeking that make everyday activities difficult

Repetitive play, behaviour, movements, language, or sounds

Who can refer?

Any Health, Social Care and Education professional can refer children and young people. It is best if a professional who knows the child well and can therefore provide good information on the child's strengths and difficulties makes the referral.

Please ensure any parents with parental responsibility are aware and in agreement, and provide all contact details. Young people over 16 years will need to consent to the referral. Unfortunately we cannot proceed when consent hasn't been documented.

How do I make a referral?

Please complete the referral for form and send to 025spa@mpft.nhs.uk including all additional information.

What can I expect after I make a referral?

After we have received your referral a mental health practitioner will review the information and decide the next steps. There are a number of different outcomes that may happen following referral, such as:

request for more information

providing advice or signposting

offer of a more general assessment

offer of ASD assessment

You will receive an outcome in writing.

ADHD (Attention Deficit Hyperactivity Disorder) Pathway

BeeU provides assessment, diagnosis and treatment for school aged children (6 to 18 years) in Shropshire, Telford and Wrekin.

You might need to consider a referral if your child, or a child you work with, is experiencing significant difficulties with hyperactivity, impulsivity and inattention. The following information is helpful in considering whether a neurodevelopmental assessment or if alternative support or advice would be more suitable. Please note, the needs of a child can be met irrespective of whether they have a diagnosis or not. Diagnosis is not a requirement for support to meet a child's needs.

Prior to referral please consider the following and provide all available information relating to:

Hyperactivity:

acting before thinking of consequences

having difficulty maintaining attention for any period on a task

jumping from one activity to another

having difficulty organising themselves or their time

tiredness due to poor sleep

Impulsivity:

restlessness (inability to sit still, fidgeting, needing to stand from seat)

undertaking risky behaviours

have a tendency to interrupt other's conversations

unable to wait own turn or queue or put hand up prior to calling out

Inattention:

easily distracted

observed daydreaming

unable to complete work or tasks

demonstrates difficulty with listening

clumsy or accident prone

Who can refer?

Any Health, Social Care and Education professionals can refer children and young people. It is best if a professional who knows the child well and can therefore provide good information on the child's strengths and difficulties makes the referral.

Please ensure any parents with parental responsibility are aware of and in agreement and provide all contact details. Young people over 16 years will need to consent to the referral. Unfortunately we cannot proceed when consent hasn't been documented.

How do I make a referral?

Please complete the referral form and send to 025spa@mpft.nhs.uk with all additional information.

What can I expect after I make a referral?

After we have received your referral a mental health practitioner will review the information and decide the next steps. There are a number of different outcomes that may happen following referral. Some examples of outcomes are request for more information, providing advice or signposting, offer of a more general assessment or offer of ASD assessment. You will receive an outcome in writing.

24/7 Urgent Helpline

The Urgent Helpline offers a listening ear, advice, support and signposting for adults, children and their carers.

Our Urgent Helpline operates 24 hours a day, and 7 days a week.

You or your parent / carer can contact us if you have any concerns regarding your own mental health and wellbeing. Our experienced call handlers and clinicians will listen to your worries and concerns and try to help you in the best possible way. During the call we may advise you or your parent / carer about local services that you can access and contact directly.

You can contact us by calling 0808 196 4501 (option 1 for under 18's, option 2 for over 18's).

Young people under 18 years of age are able to contact our service directly for support and urgent advice.

Please be aware that we would not be able to processes a referral to Children's and Family Mental Health services (CAMHS) over the phone. You will have to speak to your GP or School in the first instance who can make a professional referral via BeeU Access Team. We will be able however to speak to the right team on your behalf if you feel as you are in crisis.

What is a crisis?

When you feel hopeless and cannot see a way out of your situation with dark thoughts not wanting to be alive or significantly hurting yourself.

Some useful resources for you to use when you feel you are in crisis:

Calm Harm Resources available to support with self harming behaviour for people aged 13+

Shout Crisis text line If you are struggling with suicidal thoughts and keeping yourself safe, text shout to 85258 and someone will call you back

Papyrus Support for young people at risk of suicide. Available 10am-10pm Mon-Fri, 2pm-10pm weekends and Bank holidays: 0800 068 4141

Getting involved and giving feedback

If you have experience of using our services or care for someone who does, you can become involved in the Trust's work, have your voice heard and take part in projects and activities.

Using your experience of our services, enthusiasm and ideas for potential improvement, can bring a whole new point of view to the planning and delivery of those services. Also, this may give you a better experience of services which contributes to your own health and wellbeing as well as improving services for all.

The following are some examples of involvement:

Sharing experience of services at forums to feed back to managers

Taking part in focus groups or workshops to influence service design and development

Involvement in the recruitment and selection of staff

Helping to improve the effectiveness of staff training

Taking part in research and audit

Take part in our Mystery Shopper programme

Be included on a mailing list (armchair consultation) to give your views on information leaflets, policies and other consultations

Travel expenses can be claimed and for some activities, an involvement fee is offered. More information about the payment policy is available on request
To register your interest in Involvement please complete the online form.

Giving your feedback

We want your feedback, tell us what you think!

Young people, family and carers we need your help to improve BeeU!

Your feedback helps to make sure our service is the best it can be. Please let us know what you think and give us your ideas about how we can improve.

The survey only takes 5 minutes. Follow the link to the BeeU feedback survey.

Severn Fields Health Village
Sundorne Road
Shrewsbury
SY1 4RQ

Langley School
Duce Drive
Dawley
Telford
TF4 3JS

0300 124 0093 (option 2)

Contact the Access Team 0808 196 4501

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Bee U is the emotional health and wellbeing service for people, up to the age of 25, living in Shropshire and Telford & Wrekin

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The SEND local offer is a single place for information, services, and resources for children and young people aged 0-25 with special educational needs and/or disabilities, their families, and the practitioners who support them.

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Shropshire's local offer, giving care to vulnerable young people from 0-25.

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Did you know these 9 famous people are dyslexic?

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By Amanda Morin

Some of the biggest names in movies, music, and sports are people who struggled in school with learning and thinking differences. Here are a number of the celebrities who found their passion and overcame their challenges.

Whoopi Goldberg (dyslexia)

Long ago, before Whoopi Goldberg was diagnosed with dyslexia and before she knew how common this learning difference is, kids in school called her "dumb." But her mother told her not to listen to them. Her mom told her she could be anything she wanted to be. Goldberg believed her and grew up to become a comedian and talk-show host - and one of only about a dozen people to have won a Grammy, an Academy Award, an Emmy, and a Tony Award. She says that thinking differently has been a factor in helping her succeed.

Daniel Radcliffe (dyspraxia)

As the star of the Harry Potter movies, actor Daniel Radcliffe can be seen zipping around on his broomstick and saving the day during Quidditch matches. In real life, he has dyspraxia, or developmental coordination disorder (DCD), which can make it difficult for him to tie his shoes. Handwriting also continues to be a challenge. He was 9 when his mother encouraged him to audition for a play. "I was having a hard time in school," he said. His mom thought acting would boost his confidence. She was right!

Steven Spielberg (dyslexia)

Legendary film director Steven Spielberg wasn't diagnosed with dyslexia until he was in his 60s. School administrators thought he was lazy. He was bullied by classmates, and his troubles in school played a part in his career. Not only did making movies give him a place to channel his energies, but feeling like an outsider helped him co-write The Goonies, a hit movie about a quirky group of friends who didn't quite fit in at school. He said finding out as an adult that he has dyslexia was like "the last puzzle piece to a great mystery that I've kept to myself."

Justin Timberlake is many things. He's a singer-songwriter, actor, and entrepreneur. He's also one of the many adults - and musicians - in the U.S. who have ADHD. Early in his career, Timberlake co-starred on Disney's All New Mickey Mouse Club with Ryan Gosling, who as a child was diagnosed with ADHD and was bullied before he became a Mouseketeer and movie star.

Cher is an Academy Award‒winning actress and Grammy-winning singer. But she struggled in school with undiagnosed learning differences. "I couldn't read quickly enough to get all my homework done and for me, math was like trying to understand Sanskrit," she wrote in her autobiography The First Time. "The only way I learned was by listening to the teachers in my classroom." She didn't find out about her dyslexia until years later when she took her child to get evaluated for learning and thinking differences.

Octavia Spencer (dyslexia)

Octavia Spencer has won an Academy Award and a Golden Globe for her acting. She's also a children's author who knows what a challenge reading can be for some kids. That's because Spencer has dyslexia. She vividly recalls how scared she was as a child when she had to read aloud in class. "I was paralyzed with fear because I kept inverting words and dropping words," she has said. However, she stresses that dyslexia shouldn't prevent kids from pursuing their dreams. "[It] doesn't really mean that you're not intelligent - it just means that your brain functions differently," she has said.

Former NFL quarterback Tim Tebow has dyslexia. His father and brother do, too. Learning differences can run in families. He was diagnosed in elementary school and found ways to work around his reading difficulties. Tebow is one of many NFL players who have been open about their learning and thinking differences. "It has to do with finding out how you learn," he said. "I'm not somebody that opens a playbook and just turns and reads and reads. So I just made flashcards. I take each one, and then boom, when I'm traveling, I just flip through it. That really helped me. Writing it down, flipping through and quizzing myself, that was a great way for me to do it."

Henry Winkler (dyslexia and math issues)

Keira Knightley (dyslexia)

After Keira Knightley was diagnosed with dyslexia at age 6, she used her love of acting to help motivate her to read. Knightley struck a deal with her parents that if she worked on her reading every day, they would agree to hire her an agent. The Pirates of the Caribbean star made good on her half of the bargain, using movie scripts to practice reading. She went on to become one of Hollywood's highest-earning actresses.

Anderson Cooper (dyslexia)

CNN news anchor Anderson Cooper hasn't let dyslexia stand in the way of his success. He also won't allow his reading issues to stand in the way of his love for books and literature. His own book, Dispatches from the Edge: A Memoir of War, Disasters, and Survival, was on the New York Times best-seller list.

Celebrity chef Jamie Oliver has built an empire with his best-selling cookbooks, prime-time TV shows, restaurants, and cookware. He also has dyslexia and said he didn't finish reading his first book until he was 38. " I get bored easily," he said. But the sci-fi sequel to The Hunger Games managed to keep him engaged. "I read Catching Fire. I loved disappearing into a story."

Award-winning TV journalist Lisa Ling struggled in school from the time she was a child all the way through college. She eventually dropped out of college, went on to become a producer, special correspondent and, eventually, an investigative journalist with her own show. While reporting on ADHD, she discovered that her own struggles are because she, too, has ADHD. It was a relief and allowed her to look at herself in a new way. "In a strange way I do feel like it has helped me. I can hyperfocus on things that I am excited and passionate about," she has said.

About the author

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Celebrities With Dyslexia, ADHD, and Dyscalculia

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Some of the biggest names in movies, music, and sports are people who struggled in school with learning and thinking differences. Here are a number of the celebrities who found their passion and overcame their challenges. Whoopi Goldberg (dyslexia) Long ago, before Whoopi Goldberg was diagnosed with dyslexia and before she knew how common this learning difference is, kids in school called her "dumb."

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Climate activist Greta Thunberg on why being on the spectrum is her “superpower”

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ADHD and What I Would Tell #MyYoungerSelf | Michael Phelps

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Disability in Sport ft. Ade Adepitan | Voice Box | Childline

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Meet Grace, Rupert and Connor, who all have Tourette's Syndrome.

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20-year-old George Webster is the latest presenter to join the CBeebies House.

George's job will be to help introduce CBeebies shows and to have fun with the audience.

Lots of people were excited to hear about George's new role when it was announced on social media on Monday.

This is because George has Down's syndrome, a condition that's not often given representation in the media.

On Monday, the words "Congratulations George" were trending on the social media platform Twitter.

What is Down's syndrome?

Down's syndrome is a genetic condition - this means it is something you are born with.

It affects a person's ability to learn and their physical health - but the level of impact that has on someone's life varies from person to person.

There are 41,700 people in England and Wales who have Down's syndrome and 4,500 in Scotland.

What have people being saying about George?

Lots of people have congratulated George on his new job.

Actress Sally Phillips, whose son has Down's syndrome, said: "Oh @CBeebiesHQ I COULD NOT LOVE YOU MORE."

The charity Mencap which represents people with disabilities called George a "brilliant role model".

And dad Greg Kirby said George's appointment as a presenter on CBeebies made him "more optimistic" about his son's future.

Do you have a message for George? Comment below!

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'Brilliant role model' George joins CBeebies - CBBC Newsround

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20-year-old George Webster is the latest presenter to join the CBeebies House. George's job will be to help introduce CBeebies shows and to have fun with the audience. Lots of people were excited to hear about George's new role when it was announced on social media on Monday.

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People across the globe will be marking World Down Syndrome Day today.

The awareness day was first celebrated in 2006, and has been officially observed by the United Nations since 2012.

It is a day to raise awareness of the genetic condition. This year, the theme of World Down Syndrome Day is: With Us Not For Us.

The theme aims to discourage people from pitying those with Down's Syndrome, and instead to work together with them to create a more equal society.

One of the ways people mark the day is by wearing colourful socks - so if you see somebody out today in colourful socks, this might be why.

Read on to find out more about the condition...

Down's syndrome is a genetic condition which typically affects someone's learning and physical features.

It is not a disease, an illness or a condition that someone can catch.

How does Down's syndrome affect a person?

People who have Down's syndrome have different personalities and abilities to each other, just like anybody else.

Typically, everybody with the condition will experience some level of difficulty learning, so it might take a person with the condition a little longer to process information, carry out a task or learn new skills.

People may also share common physical characteristics (for example, a smaller mouth and one individual line across the palm of their hand), but they will look like their parents just like anybody else.

Individuals with Down's syndrome may be more likely to have some health problems - for example, with their hearing - so children with the condition might go to the doctor a little more often to keep on eye on their health. It can also cause speech problems, so a person might have speech therapy to help with this.

The majority of people with the condition walk and talk, go to ordinary schools, play sport if they wish and lead a fairly typical life.

The Down's Syndrome Association explains: "The level of support that a person with Down's syndrome needs as they grow older will be different from person to person."

How common is Down's syndrome?

About one in every 1,000 babies is born with the condition. There are currently about 60,000 people in the UK with Down's syndrome.

It is a little more likely for a woman to have a child with Down's syndrome if she has a baby when she is older.

It occurs completely by chance in all races, in all countries across the world.

What causes Down's syndrome?

Down's syndrome is a genetic condition, which means it is caused by something in a person's genes.

Our bodies are made up of billions of tiny cells, and each cells contains genes. Genes are grouped together in structures called chromosomes.

Genes contain important information that determine features like our eye colour and whether we are a boy or a girl.

Usually, cells contain 46 chromosomes. But Down's syndrome happens when all or some of the cells in a person's body has 47 chromosomes due to an extra copy of chromosome 21. This is why you might also hear the condition being called trisomy 21.

Professor Jerome Lejeune proved that this is what causes Down's syndrome in 1959.

There are three types of Down's syndrome:

* Trisomy 21 - All the cells have an extra chromosome 21 (most people with Down's syndrome have this type)

* Translocation - The added genetic material on chromosome 21 is attached to another (around 4% have this type)

* Mosaic - Some cells in the body, not all, have an extra chromosome 21 (this is the least common type)

Why is it called Down's syndrome?

Down's syndrome is named after Doctor John Langdon Down who first published information about the condition in 1866.

Since then, we've learned a lot more about the condition.

Are you doing anything to mark World Down Syndrome Day? Let us know in the comments below!

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It's World Down Syndrome Day. Down's syndrome is a genetic condition that can affect someone's learning and physical features. Let us know if you're doing anything to raise awareness!

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Katie, 11, has cerebral palsy and has always wanted to be a model. She had her dream come true at London Fashion Week (LFW).

The condition affects her leg muscles and makes it difficult to walk.

She has had operations to help her move, but still needs to use a walker sometimes.

It didn't stop her modelling and she walked down the catwalk and had an amazing time.

She has a message for other children with disabilities who want to get into modelling.

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Katie: 11-year-old with cerebral palsy who walked in fashion week

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Katie, 11, has cerebral palsy and has always wanted to be a model. She had her dream come true at London Fashion Week (LFW). The condition affects her leg muscles and makes it difficult to walk. She has had operations to help her move, but still needs to use a walker sometimes.

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10-year-old Archie has cerebral palsy and loves to play wheelchair basketball with his friends.

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Tourettes Action is a support and research charity working to improve the lives of people living with Tourette Syndrome. Our services include online live-chat and email support, a befriender network, information, webinars, events and resources.

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The Royal Society for Blind Children offers a range of services including emotional support and practical advice for families, opportunities for children and young people to build confidence and skills through activities, and a specialist further education college.

What we do

RSBC Dorton College of Further Education

RSBC Dorton College is an independent specialist college in the London Borough of Bromley. We offer a day provision for vision impaired 16-25-year-olds and many of our students have additional needs.

Learn more

Activities

RSBC's wide range of fun online and in-person activities for vision impaired children and young people to reduce isolation, build friendships and teach new life skills.

Book

Follow Us On Social Media

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Welcome to the Royal Society for Blind Children

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The Royal Society for Blind Children supports blind and partially sighted children and young people, and their families.

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National Deaf Children's Society | Supporting deaf children

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We are the National Deaf Children's Society, the leading charity for deaf children and young people. We're here to support every deaf child who needs us.

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Supporting individuals and families affected by dyspraxia/DCD

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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Autism West Midlands | Supporting the Autistic Community

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We use our passion and expertise to enrich the lives of people on the autism spectrum and those who care for them.

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The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

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SEN support and the EHCP process explained

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SEN support and the EHCP process explained

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SNJ Flow charts 2018 single charts - Special Needs Jungle

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News, resources and articles about special educational needs, disability, children’s health, mental health, rare disease, undiagnosed conditions, Education, Health and Care plans and SEN Support

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Special Needs Jungle provides parent-centred information, news, resources and informed opinion about SEN, disability, children’s health and SEN politics

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Activities to support your child with SEN

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Activities to support your child with SEN

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Parents' Toolkit: Activities: Activities for SEND

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Ideas and resources for parents of children and teenagers with special education needs and disabilities.

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At CBeebies we believe passionately that what we do should be enjoyed by all children, including those with additional needs. We believe that it's important for children a disability to see themselves positively represented on the channel, so we make every effort to do so. We also produce shows, activities and parenting resources for children with a range of different needs.
Communication difficulties:
Problems with speech and language are the most common developmental difficulty in the UK where studies indicate that as many as 1 in 10 children may be affected in some way. Children with communication difficulties may have problems understanding language, using spoken language, producing the sounds needed for spoken language or problems with their listening and attention skills.

The impact of these difficulties can be profound, affecting children's ability to follow instructions and understand information, making it difficult for them to develop social skills and form relationships and making them frustrated at not being able to express themselves, sometimes leading to tantrums.

There are lots of strategies parents can use to help children with communication difficulties, you can find out more about these on our communication difficulties page.

Something Special, featuring Mr Tumble, AKA Justin Fletcher, is designed to be enjoyed by all children but is particularly aimed at children with communication difficulties. The show gives children an introduction to using Makaton signing, which can help support communication and language development. You can find out more about using Makaton signing and how it could help your child in this Makaton resource for parents.

The Something Special website also has a range of games designed to be suitable for children with communication difficulties and many Makaton signs to watch and print out.
Health and Medical Needs
Looking after a child with a long term health condition can be incredibly hard. It can mean frequent medical appointments and hospital visits which can be stressful both because you're worrying about the outcome and because it can be very hard to fit it around a 'normal' life, especially if you're trying to hold down a job or have oter children as well.

Our page on dealing with health problems and operations has lots of practical suggestions and strategies for making hospitals and medical conditions less stressful and easier to fit in to your life.
Physical Disabilities
Children with physical disabilities may have problems with gross or fine motor skills, balance and co-ordination, or muscle tone. They may need extra help and support with everyday activities like walking, feeding themselves or holding a pencil.

CBeebies has a range of games which are 'switch' compatible, including Something Special's 'The Looking Game'.

'Switch' is the name of the technology which makes access to computers easier for children who have difficulty using a mouse or keyboard.

'Switch compatible games' are those which have been designed to be controlled by just one or two keys - usually 'Enter' or the spacebar to select, sometimes 'Tab' as well in order to move between options. This makes the games easy to control and suitable for children who don't have a high level of mouse or keyboard skill.

CBeebies' show Tree Fu Tom has been specially designed to encourage children to develop movement skills, especially those with Dyspraxia - a developmental coordination disorder that causes difficulty in acquiring foundation movement skills. You can read more about how the movements in Tree Fu Tom can help children with movement difficulties and Dyspraxia in this article.
Deaf children and children with a hearing impairment
If you or your child uses BSL, check out Magic Hands, a ground-breaking show on CBeebies featuring poetry translated into BSL. Magic Hands features an entirely deaf cast of presenters interpreting a selection of classic poems through BSL and animation.
Children with a visual impairment
Melody is a show designed to introduce preschool children to a variety of classical music through stories and animation. Melody, the title character, is a partially-sighted girl with an incredible imagination. CBeebies worked with the RNIB to make the show as accessible as possible for children with a visual impairment, by working with high contrast colours, having centrally-focused action, bigger movements, longer shots and telling the story as much as possible with voiceover and sound effects.

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Something Special - Does your child have special needs?

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CBeebies has lots of help and resources for children with additional needs incuding Dyspraxia, Autism, visual impairment, learning disabilities, hearing impairment.

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Special educational needs and disability - BBC Bitesize

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All the latest BBC Bitesize content about special educational needs and disability.

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What's it like starting a new school? | Newsround | Back to school

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Moving Up! A video to support transition

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Moving Up! A video to support transition

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Moving Up! The transition to secondary school (SUBTITLED)

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This film was recorded before the Covid-19 pandemic.
Parents share their concerns before their child starts secondary school, including forming new friendships, new routines, and being overprotective. The film offers tips that can help you and your child prepare emotionally for these changes.

Tips:

Get your child to make a list of things they like about themselves, making sure they identify the attributes behind those qualities

Don't let your worries become their worries

Don't let them feel unsafe because you are constantly talking about safety

Prepare them for all of the new and fun opportunities that they'll have by talking to them about clubs and activities and encourage them to explore what's available

Increase the independence that you give them over the summer holidays or even their last months at primary school so that the jump to secondary feels natural

Let them know that should they need you, you are there for them and will help them no matter what

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Tips that can help you and your child prepare emotionally.

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Supporting transition - a guide for parents and carers

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Supporting transition - a guide for parents and carers

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Ideas for supporting your child starting secondary school

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Ideas for supporting your child starting secondary school

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Starting secondary school - BBC Parents' Toolkit - BBC Bitesize

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Advice for parents who have a child starting secondary school this year, with tips on the emotional and practical sides of the transition.

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CBeebies Preparing your child for Reception

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CBeebies Preparing your child for Reception

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CBeebies Grown-ups: Time For School: Tips for preparing your child for Reception

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Starting primary school - ideas to help your child

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Starting primary school - ideas to help your child

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Starting primary school - BBC Parents' Toolkit - BBC Bitesize

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Advice and games to help you and your child prepare for primary school, then thrive during their first year.

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Starting Primary School for children with SEN

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Starting Primary School for children with SEN

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Madeline explains what happened when her daughter Eleanor, who has Down’s Syndrome, started primary school.

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Common Difficulties in Early Years with resources for parents and carers

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Common Difficulties in Early Years with resources for parents and carers

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Common Difficulties In Early Years Children & Babies | Common Mental Health Difficulties Early Years | Anna Freud

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Early years children can experience a range of difficulties including agression, anxiety, and tantrums. Find out more about some of the common difficulties that arise and how you can help with them.

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Ideas for developing your child's language skills

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Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

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Children’s language development and parenting advice - BBC Tiny Happy People

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A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

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All children are unique and develop in diverse ways. Your child may already have identified needs, or their needs may be emerging. This section of the local offer provides information about the support available to you and your child during their Early Years.